This study used data from the High School Longitudinal Study [2009-2013] to address racial/ethnic and gender similarities and differences in the relationships among behavioral engagement, self-efficacy beliefs, academic achievement in mathematics and future career choices in a sample of 23,450 ninth-graders in the U.S. The data were analyzed using the Log-linear Model Selection Multinomial Logistic Regression programs in SPSS. The results indicated that students with low behavioral engagement and low self-efficacy in mathematics were more likely to obtain very low GPAs in math, while those with moderate behavioral engagement and moderate self-efficacy were less likely to obtain low GPAs. On the other hand, students were more likely to choose math, science and technology careers only when both their behavioral engagement and self-efficacy were moderate. Whenever behavioral engagement or self-efficacy in mathematics was low, they were more likely to choose other white-collar or predominantly blue-collar careers. There were also significant variations in the relationships among the variables depending on students’ race/ethnicity and gender. Finally, students’ gender, self-efficacy in mathematics, and the interaction of behavioral engagement and self-efficacy in math were all significant predictors of students’ certainty about their future career choices. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Master of Science. / Summer Semester 2017. / July 13, 2017. / Behavioral Engagement, Career Choice, Gender, Race/Ethnicity, Self-efficacy in Mathematics / Includes bibliographical references. / Susan C. Losh, Professor Directing Thesis; Alysia Roehrig, Committee Member; Jeannine Turner, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_552054 |
| Contributors | Benitez, Julieth Diaz (authoraut), Losh, Susan Carol (professor directing thesis), Roehrig, Alysia D., 1975- (committee member), Turner, Jeannine E. (Jeannine Ellen) (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, master thesis |
| Format | 1 online resource (140 pages), computer, application/pdf |
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